THE SCHOOL DISTRICT OF LEE COUNTY – Grade Two ... Colonial America Inf/Exp 3-3/4-1 Solids, Liquid,...

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THE SCHOOL DISTRICT OF LEE COUNTY

Curriculum Overview 2017-2018

Literacy – Grade Two (Course #5010043, #5020030, #5021040)

Adopted Instructional Materials: Pearson, Reading Street; National Geographic, Science; Content Connections Big Books & Smart Centers

YEAR AT A GLANCE

1-1

Habitats

Geography

Narrative

1-2

Forces

Inf/Exp

2-1

Motion

Economics

Inf/Exp

2-2

Native Americans

Opinion

3-1

Life Cycles

Inf/Exp

3-2

Rocks/Soils

Immigration

Colonial America

Inf/Exp

3-3/4-1

Solids, Liquid, Gases

Civics

Narrative

4-2

Weather

Government

Opinion

Suggested:

25-35 days

Suggested:

10-14 days

Suggested:

15-21 days

Suggested:

20-28 days

Suggested:

15-21 days

Suggested:

15-21 days

Suggested:

25-35 days

Suggested:

25-35 days

Quarter 1 – 45 Days Quarter 2 – 45 Days Quarter 3 – 45 Days Quarter 4 – 45 Days

Click HERE to view the Literacy – Grade 2 Curriculum Overview

Click HERE to view the Grade 2 LAFS Aligned Learning Goals

Click HERE to view the Literacy – Grade 2 ELA Standards for Excellence

http://sharepoint.leeschools.net/tal/cs/elemlit/Shared%20Documents/Grade%202%20Page/Academic%20Plan%20Links/Grade%202%20Elementary%20Literacy%20Academic%20Plan%20Overview.pdf

http://sharepoint.leeschools.net/tal/cs/elemlit/Shared%20Documents/Grade%202%20Page/Academic%20Plan%20Links/Grade%202%20Aligned%20Learning%20Goals.pdf

http://sharepoint.leeschools.net/tal/cs/elemlit/Shared%20Documents/Standards%20for%20Excellence/2nd%20Grade%20ELA%20Standards%20for%20Excellence.pdf


THE SCHOOL DISTRICT OF LEE

COUNTY

Concept 1-1 Quarter 1

Academic Plan 2017-2018 Literacy – Grade Two (Course #5010043, #5020030, #5021040)

Suggested Pacing Range: 25 – 35 days

Teachers should adjust instructional Suggested Pacing based on student

data.

Adopted Instructional Materials: Pearson, Reading Street; National Geographic, Science; Content Connections Big Books & Smart Centers Concept Description: Concept 1-1: Habitats and Geography

Standards

Language Arts Florida Standards Next Generation Sunshine State Standards LAFS.2.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. LAFS.2.RF.3.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. LAFS.2.RF.3.3d Decode words with common prefixes and suffixes. LAFS.2.RF.4.4 Read with sufficient accuracy to support comprehension.

LAFS.2.RI.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. LAFS.2.RI.1.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. LAFS.2.RI.1.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. LAFS.2.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. LAFS.2.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. LAFS.2.RI.3.9 Compare and contrast the most important points presented by two texts on the same topic. LAFS.2.RL.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. LAFS.2.RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. LAFS.2.RL.3.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

SC.2.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. SC.2.N.1.2 Compare the observations made by different groups using the same tools. SC.2.N.1.3 Ask "how do you know?" in appropriate situations and attempt reasonable answers when asked the same question by others. SC.2.N.1.4 Explain how particular scientific investigations should yield similar conclusions when repeated. SC.2.N.1.6 Explain how scientists alone or in groups are always investigating new ways to solve problems. SC.2.L.17.1 Compare and contrast the basic needs that all living things, including humans, have for survival. SC.2.L.17.2 Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. HE.2.C.2.4 Explain the ways that rules make the classroom, school, and community safer. Remarks/Examples: Walking not running, waiting your turn, and following traffic laws. SS.2.C.1.2 Explain the consequences of an absence of rules and laws. Remarks/Examples: Examples are lack of order and people get hurt. SS.2.G.1.1 Use different types of maps (political, physical, and thematic) to identify map elements. Remarks/Examples: Examples are coordinate grids, title, compass rose, cardinal and intermediate directions, key/legend with symbols and scale. SS.2.G.1.2 Using maps and globes, locate the student's hometown, Florida, and North America, and locate the state capital and the national capital. SS.2.G.1.3 Label on a map or globe the continents, oceans, Equator, Prime Meridian, North and South Pole.


LAFS.2.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly and in coherent sentences.

LAFS.2.W.1.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. LAFS.2.W.3.8 Recall information from experiences or gather information from provided sources to answer a question. LAFS.2.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LAFS.2.L.1.1.a Demonstrate legible printing skills. LAFS.2.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

SS.2.G.1.4 Use a map to locate the countries in North America (Canada, United States, Mexico, and the Caribbean Islands).

Big Ideas Science Social Studies

Plants and animals live in habitats Rules Geography

Essential Outcome Questions Science Social Studies

Where do plants and animals live? What do plants and animals need to survive?

How do plants and animals depend on each other?

What is the purpose of having rules? What are the elements of a map?

Can you locate your hometown, state, and continent on a map? Where are the Equator and the North and South Poles located on a map?

What are the continents and oceans?

Aligned Learning Goals Resources Strategies for

Differentiation Click HERE for Additional Resources

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Phonemic Awareness: distinguish medial phonemes; distinguish medial phonemes; segment and blend phonemes Phonics: short vowels and consonants; long vowels VCe; consonant blends; inflected endings; consonant digraphs

Florida Standards Phonics Handbook

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Answer questions such as who, what, and where to demonstrate understanding of key details in a text. Identify the main topic of a multiparagraph text.

Reading Street, Unit 1, Week 1-5

National Geographic,

Habitats

http://sharepoint.leeschools.net/tal/cs/elemlit/Shared%20Documents/Grade%202%20Page/Academic%20Plan%20Links/Resources/1-1

http://sharepoint.leeschools.net/tal/cs/elemlit/Shared%20Documents/RF%2BL%20Handbook/Phonics%20Handbook%20-%202nd%20Only.pdf


Describe the connection between a series of steps in technical procedures in a text.

Chapter 1 - Where Do Plants and Animals Live? Chapter 2 - What do plants and animals need to survive?

Chapter 3 - How do plants and animals depend on each other? Florida Become An Expert books:

At Home on the Prairie At Home in the Ocean At Home in the Desert

Florida Explore On Your Own books: What Are They Good For?

Watch Out! Eat or Be Eaten

Content Connections Big Book,

Maps of My School Map Skills

Bird’s Eye View

Smart Centers, Landforms

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Determine the meaning of words in a text relevant to a grade 2 topic or subject area. Know and use captions, bold print, and subheadings.

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Compare and contrast important points presented by two texts on the same topic.

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Identify the basic needs of plants including air, water, nutrients, and light and explain why plants are considered living things;

Compare and contrast the basic needs of animals and plants; and

Read about and compare various environments throughout the world (such as deserts, rainforests, grasslands, etc.) and name several animals that live in each environment;

Observe and discuss animals in different local habitats, such as life in a sample from a pond viewed through a microscope, etc.; and explain how that habitat had the necessary components to meet the needs of the animal; and

Explain how an animal from a specific habitat has characteristics that match the specific physical conditions of that environment.

National Geographic, Habitats

Chapter 1 - Where Do Plants and Animals Live? Chapter 2 - What do plants and animals need to survive?

Chapter 3 - How do plants and animals depend on each other? Florida Become An Expert books:

At Home on the Prairie At Home in the Ocean At Home in the Desert

Florida Explore On Your Own books: What Are They Good For?

Watch Out! Eat or Be Eaten

SC.2.L.17.1

Adaption

SC.2.N.1.2/SC.2.N.1.4

How Big is A Foot SC.2.N.1.3

Bubbles (prior use- Grade 1 Academic Plan)

SC.2.N.1.6

Imaginative Inventions

http://www.cpalms.org/Public/PreviewStandard/Preview/1624

https://drive.google.com/open?id=0B1GInX1TNkpUYncxQmctU3RqYjQ&authuser=0



https://drive.google.com/open?id=0B1GInX1TNkpUTGhwY3Vld0xKc00


https://drive.google.com/open?id=0B1GInX1TNkpUUXNDbHJuQ0JUa0k


https://drive.google.com/open?id=0B1GInX1TNkpUUXNDbHJuQ0JUa0k

https://drive.google.com/open?id=0B1GInX1TNkpUcmU4SEZXNW16aFU


Habitat Change SC.2.L.17.2

Habitat Change

Click HERE for Science Supplemental Materials

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State Statute: Constitution Day is Thursday, September 17th. State Statute: Freedom Week is September 21st - 25th. SS.2.C.1.2 Use primary sources to understand the importance of rules. SS.2.G.1.1

Use physical maps to identify various landforms.

Use different types of maps to identify map elements - title, compass rose, cardinal and intermediate directions, key/legend with symbols and scale.

SS.2.G.1.2, SS.2.G.1.4 Use maps and globes to locate the student's hometown, Florida, and North America, and locate the state capital and the national capital SS.2.G.1.3 Label on a map or globe the continents, oceans, Equator, Prime Meridian, North and South Pole.

Constitution Day & Freedom Week, National Constitution Center

National Education Association Scholastic

Florida Joint Center for Citizenship

Content Connections Big Book,

Maps of My School Map Skills

Bird’s Eye View

Smart Centers, Landforms

Compass,

Location, Location, Location (20063)

Social Studies Supplemental Materials

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Answer questions such as who, what, and where to demonstrate understanding of key details in a text.


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Speak in a different voice for each character when reading dialogue aloud.

https://drive.google.com/open?id=0B1GInX1TNkpUaDhOMlZYQUdtOTg&authuser=0


https://drive.google.com/open?id=0B1GInX1TNkpUaDhOMlZYQUdtOTg&authuser=0

http://www.cpalms.org/Public/PreviewResourceUrl/Preview/4981

http://fldoe.org/academics/standards/subject-areas/constitution-day-celebrate-freedom-wee.stml

http://fldoe.org/academics/standards/subject-areas/constitution-day-celebrate-freedom-wee.stml

http://constitutioncenter.org/constitution-day/constitution-day-resources/elementary-school-resources/

http://www.nea.org/tools/lessons/constitution-day-grades-k-5.html

http://www.scholastic.com/browse/collection.jsp?id=391

https://floridacitizens.wordpress.com/

http://sharepoint.leeschools.net/tal/cs/ss/Resources/Forms/AllItems.aspx?RootFolder=%2Ftal%2Fcs%2Fss%2FResources%2FElementary%20School&FolderCTID=0x0120008B9E1FB4EFCCF64E917D2AE1D549F8CC&View=%7BD6FE7C6E-56E2-4690-B9FF-FEBA3125D00D%7D


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Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). Recount key ideas or details from a text read aloud or information presented orally or through other media. Answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount an experience with appropriate facts and relevant details, speaking audibly coherent sentences. Add drawings to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Use RI and RL text selections to include S&L tasks in lesson design

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narrative Write to recount an event or short sequence of events. Write to include details to describe actions. Write using temporal words to signal event order. Provide a sense of closure.

Florida Standards Writing Guide


Write narratives that recount an event or short sequence of events, include details to describe actions, use temporal words to signal event order, and provide a sense of closure.

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Conventions: sentences; subjects; predicates; declarative and interrogative sentences; imperative and exclamatory sentences

Oral Vocabulary: (prioritize and select as needed to assist in building the Concept Map) investigate, urban, perch, muttered, rural, downy, founders, unanimous, ascend, descend, orbit, universe, enormous, journey, launch, meteorite, galaxy, tranquil, wildlife, fledglings, secure, detective, fascinating, slimy, arid, landform, precipitation, dunes, ledge, haven, extinct, forbidding, delicate, inquire, sturdy, exhibit, resist, stun, genius, satisfaction

Vocabulary: alphabetize; position words; synonyms; alphabetize; synonyms

Handwriting: (D’Nealian) A and a, D and d, O and o, letter size; G and g, C and c, letter form; E and e, S and s, letter slant; F and f, B and b, L and l, letter s Suggested Pacing; T and t, H and h, K and k, word s Suggested Pacing;


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September/October: Hispanic Heritage Month The first Hispanic Heritage Week was approved on September 15, 1968. The month gives people the opportunity to plan and participate in ceremonies and activities that recognize the contributions of the many diverse cultures within the Hispanic community. In 1988, the celebration was expanded to a month and goes from September 15 to October 15.

Click HERE to go back to the Curriculum Overview (page 1)





Academic Plan 2017-2018 Literacy – Grade Two ( Course #5010043, #5020030, #5021040)



data. Adopted Instructional Materials: Pearson, Reading Street; National Geographic, Science; Content Connections Big Books & Smart Centers Concept Description: Concept 1-2: Forces

Standards

Language Arts Florida Standards Next Generation Sunshine State Standards LAFS.2.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. LAFS.2.RF.3.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. LAFS.2.RF.3.3f Recognize and read grade-appropriate irregularly spelled words. LAFS.2.RF.4.4 Read with sufficient accuracy to support comprehension. LAFS.2.RI.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. LAFS.2.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. LAFS.2.RL.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. LAFS.2.RL.1.3 Describe how characters in a story respond to major events and challenges. LAFS.2.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. LAFS.2.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly and in coherent sentences. LAFS.2.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LAFS.2.L.1.1.a Demonstrate legible printing skills.

SC.2.P.13.1 Investigate the effect of applying various pushes and pulls on different objects. SC.2.P.13.2 Demonstrate that magnets can be used to make some things move without touching them. SC.2.P.13.3 Recognize that objects are pulled toward the ground unless something holds them up. SC.2.P.13.4 Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object.


Big Idea Pushes and pulls make things move

Essential Outcome Question What is a force?



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segment and count phonemes Phonics: vowels: r-controlled ar, or, ore, oar; contractions


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Answer questions such as why, when, and how to demonstrate understanding of key details in a text.



Forces and Motion Chapter 1 - What is a Force?

Florida Become an Expert books: Forces and Motion During Ball Games

Forces and Motion During Winter Sports Forces and Motion with Wheels

Florida Explore on Your Own books: Juggle, Shoot, and Score

Go For It! Do You Like to Bike?

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Identify the main purpose of a text.

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explain that force is a push or pull on an object that causes it to stop, change speed, or change direction; and observe that pushing or pulling on an object changes the directional movement of that object.

observe and explain that the more massive the object being pulled or pushed, the more force it takes to change its motion; and explain that pushing or pulling on an object with more force can cause the object to move faster or farther.

National Geographic, Forces and Motion

Chapter 1 - What is a Force? Florida Become an Expert books:

Forces and Motion During Ball Games Forces and Motion During Winter Sports

Forces and Motion with Wheels Florida Explore on Your Own books:

Juggle, Shoot, and Score Go For It!

Do You Like to Bike?




demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object; and use magnets and demonstrate that magnets can be used to move some things without touching them; observe and explain that the amount of movement a magnet can cause on a magnetic object is affected by the strength of the magnet and its distance from the object;

recognize that the change in motion (pushing or pulling on the object) is dependent on the direction the magnet is facing.

demonstrate that an object will fall to the ground when dropped;

explain that when something is falling it is actually being pulled by Earth with a force called gravity;

relate that the gravity of Earth is strong and pulls objects without touching them; and

observe falling objects (feathers, papers, balls, keys) and identify things that either slow down the pull of Earth or prevent the objects from reaching the ground altogether (e.g., a helium-filled balloon).

SC.2.P.13.1

Big and Small Magnets

Magnets in Water SC.2.P.13.2

Marble Roll


SC.2.P.13.2

That Magnetic Dog SC.2.P.13.3

Roller Coasters (prior use- Grade 1 Academic Plan)

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questions to demonstrate understanding of key details in a text. Describe how characters in a story respond to major events.


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Describe how words and phrases (e.g., alliteration, rhymes, repeated lines) supply rhythm and meaning in a poem.


https://drive.google.com/open?id=0B1GInX1TNkpUeVREX19YNHI2cEk&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUSjVWX3JLNUozWm8&authuser=0


https://drive.google.com/open?id=0B1GInX1TNkpUZkF5WkxpODQwWFk&authuser=0



https://drive.google.com/open?id=0B1GInX1TNkpUOWxUMmw0b3NNV0U


https://drive.google.com/open?id=0B1GInX1TNkpUOWJLcDlaRXRJQTA



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Ask for clarification and further explanation as needed about the topics and texts under discussion. Recount key ideas or details from a text read aloud or information presented orally or through other media. Answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Add drawings to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.


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informative/explanatory Write to introduce a topic. Write using facts to develop points.


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Conventions: nouns; proper nouns Oral Vocabulary: (prioritize and select as needed to assist in building the Concept Map) courageous, rescue, instinct, blustery, hazard, avalanche, skittish, fast-paced, identify, significant, ingenious, architect, participate, scour, aloft, tinker Vocabulary: unfamiliar words; dictionary/glossary: guide words




Handwriting: (D’Nealian) I and i, U and u, R and r, letter size; N and n, M and m, letter size

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October: National Disability Employment Awareness Month In 2003, previously known as National Employ the Handicapped Week, President George W. Bush proclaimed October as National Disability Employment Awareness Month. During this month, we recognize the many contributions citizens with disabilities make to our society, and we reaffirm our commitment to helping them achieve their full inclusion in our workforce.








data. Adopted Instructional Materials: Pearson, Reading Street; National Geographic, Science; Content Connections Big Books & Smart Centers Concept Description: Concept 2-1: Motion and Economics

Standards

Language Arts Florida Standards Next Generation Sunshine State Standards LAFS.2.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. LAFS.2.RF.3.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. LAFS.2.RF.3.3b Know spelling-sound correspondences for additional common vowel teams. LAFS.2.RF.3.3e Identify words with inconsistent but common spelling-sound correspondences. LAFS.2.RF.4.4 Read with sufficient accuracy to support comprehension.

LAFS.2.RI.1.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. LAFS.2.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. LAFS.2.RI.3.8 Describe how reasons support specific points the author makes in a text. LAFS.2.RL.1.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. LAFS.2.RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. LAFS.2.RL.3.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. LAFS.2.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly and in coherent sentences.

(continued from 1-2) SC.2.P.13.1 Investigate the effect of applying various pushes and pulls on different objects. SC.2.P.13.2 Demonstrate that magnets can be used to make some things move without touching them. SC.2.P.13.3 Recognize that objects are pulled toward the ground unless something holds them up. SC.2.P.13.4 Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. SS.2.E.1.1 Recognize that people make choices because of limited resources. SS.2.E.1.2 Recognize that people supply goods and services based on consumer demands. Remarks/Examples: Examples are housing and jobs. SS.2.E.1.3 Recognize that the United States trades with other nations to exchange goods and services. Remarks/Examples: Examples are clothing, food, toys, cars. SS.2.E.1.4 Explain the personal benefits and costs involved in saving and spending.


LAFS.2.W.1.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. LAFS.2.W.3.8 Recall information from experiences or gather information from provided sources to answer a question. LAFS.2.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LAFS.2.L.1.1.a Demonstrate legible printing skills.


Force puts objects in motion Economics


What is gravity? What are magnets?

What are the differences between goods and services? Why do we make choices?

Why does the United States trade with other nations?



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substitute initial phonemes; substitute final phonemes Phonics: r-controlled er, ir, ur; plurals, vowel patterns a, ai, ay


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Forces and Motion (continued)

Chapter 2 - What is Gravity? Chapter 3 - What are Magnets?

Florida Become an Expert books: Forces and Motion During Ball Games

Forces and Motion During Winter Sports Forces and Motion with Wheels

Florida Explore On Your Own books: Juggle, Shoot, and Score

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Determine the meaning of words in a text relevant to a grade 2 topic or subject area.

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Describe the reasons the author uses to support specific points in a text.




Go For It! Do You Like to Bike?

Smart Centers,

Economics

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National Geographic, Forces and Motion

(continued) Chapter 2 - What is Gravity?

Chapter 3 - What are Magnets? Florida Become an Expert books:

Forces and Motion During Ball Games Forces and Motion During Winter Sports

Forces and Motion with Wheels Florida Explore On Your Own books:

Juggle, Shoot, and Score Go For It!

Do You Like to Bike?

Compass Learning: Level 2 Science, Force and Motion: Magnetism

SC.2.P.13.1

Big and Small Magnets

SC.2.P.13.2

Magnet Magic (Source: SUMMIT Youtube) Click HERE for Science Supplemental Materials

SC.2.P.13.2

That Magnetic Dog SC.2.P.13.3

Roller Coasters

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SS.2.E.1.2 Explain that people supply goods and services based on consumer demands. SS.2.E.1.4Explain the benefits and costs involved in saving and spending.

Smart Centers, Economics

Federal Reserve Education,

The Piggy Bank Primer: Budget and Saving eBook


https://drive.google.com/open?id=0B1GInX1TNkpUeVREX19YNHI2cEk&authuser=0


https://www.youtube.com/watch?v=77Z4XYuhqxA



https://drive.google.com/open?id=0B1GInX1TNkpUOWxUMmw0b3NNV0U


https://drive.google.com/open?id=0B1GInX1TNkpUOWJLcDlaRXRJQTA

https://www.federalreserveeducation.org/resources/districts/st-louis/The%20Piggy%20Bank%20Primer%20Budget%20and%20Saving%20eBook



SS.2.E.1.1 Explain why people make choices based on needs and wants. SS.2.E.1.3 Identify how nations work together.


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Key

Idea

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cultures, and determine their central message


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Acknowledge differences in the points of views of characters.

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s Compare and contrast two or more versions of the same story by different authors.

Spea

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Build on others’ talk in conversations by linking their comments to the remarks of others. Describe key ideas or details from a text real aloud or information presented orally or through other media. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Add other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.




Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

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informative/explanatory

Provide a concluding statement or section. Write informative/explanatory texts that introduce a topic, use facts to develop points, and provide a concluding statement or section.


Lan

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Conventions: singular and plural nouns; plural nouns that change spelling; possessive nouns

Oral Vocabulary: (prioritize and select as needed to assist in building the Concept Map) consumers, producers, strand, lack, decision, fiber, extraordinary, typical, partnership, survival, struggle, familiar, solution, miserable, depend, insist, conflict, resolve, mope, ramp, pursue, deserve, coax, startle

Vocabulary: time and order words for sequence; homophones; unfamiliar words

Handwriting: (D’Nealian) J and j, P and p, letter formation; W and w, Y and y, letter slant; Q and q, V and v, letter s Suggested Pacing


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October: National Disability Employment Awareness Month In 2003, previously known as National Employ the Handicapped Week, President George W. Bush proclaimed October as National Disability Employment Awareness Month. During this month, we recognize the many contributions citizens with disabilities make to our society, and we reaffirm our commitment to helping them achieve their full inclusion in our workforce.









data. Adopted Instructional Materials: Pearson, Reading Street; National Geographic, Science; Content Connections Big Books & Smart Centers Concept Description: Concept 2-2: Native Americans

Standards

Language Arts Florida Standards Next Generation Sunshine State Standards LAFS.2.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. LAFS.2.RF.3.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. LAFS.2.RF.3.3b Know spelling-sound correspondences for additional common vowel teams. LAFS.2.RF.3.3f Recognize and read grade-appropriate irregularly spelled words. LAFS.2.RF.4.4 Read with sufficient accuracy to support comprehension. LAFS.2.RI.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. LAFS.2.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. LAFS.2.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. LAFS.2.RI.3.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. LAFS.2.RI.3.8 Describe how reasons support specific points the author makes in a text. LAFS.2.RL.1.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. LAFS.2.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. LAFS.2.RL.3.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

SS.2.A.2.1 Recognize that Native Americans were the first inhabitants in North America. SS.2.A.2.2 Compare the cultures of Native American tribes from various geographic regions of the United States. Remarks/Examples: Examples may include, but are not limited to, location, clothing, housing, food, major beliefs and practices, language, art, and music. SS.2.A.2.3 Describe the impact of immigrants on the Native Americans. Remarks/Examples: Examples are location, clothing, housing, food, major beliefs and practices, art, and music. SS.2.A.3.1 Identify terms and designations of time sequence. Remarks/Examples: Examples may include, but are not limited to, years, decades, centuries. SS.2.C.2.5 Evaluate the contributions of various African Americans, Hispanics, Native Americans, veterans, and women.


LAFS.2.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly and in coherent sentences. LAFS.2.W.1.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. LAFS.2.W.3.8 Recall information from experiences or gather information from provided sources to answer a question. LAFS.2.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LAFS.2.L.1.1.a Demonstrate legible printing skills.

Big Idea Native Americans

Essential Outcome Question How are the cultures of Native American tribes different from one another?

What are the contributions of Native Americans?



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al Phonemic Awareness: substitute final phonemes;

substitute medial phonemes; segment and count phonemes, substitute final phonemes Phonics: vowel patterns e, ee, ea, y; o, oa, ow; compound words; vowel patterns i, ie, igh, y


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Key

Idea

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Det

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Ask questions such as who, what, and where to demonstrate understanding of key details in a text.


Content Connections Big Books,

Using Timelines

Cra

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nd

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Know and use glossaries and indexes. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.




Inte

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of

Kn

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and

Idea

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Explain how specific images (e.g., a diagram showing how a machine works) contribute to a text. Describe the reasons the author uses to support specific points in a text.

Soci

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SS.2.A.2.1 Identify the first inhabitants in North America. SS.2.A.2.2 Compare the cultures of Native American tribes. SS.2.A.2.3

Describe the cooperation between the Native Americans and the colonists.

Explain how immigrants affected the lives of Native Americans.

SS.2.C.2.5 Explain the contributions of various Native Americans. SS.2.A.C.2.5, SS.2.A.A.2.3 Thanksgiving is a time of family and food.

Compass, Native Americans


Using Timelines


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Ask questions such as who, what, and where. Recount stories, including fables from diverse cultures, and determine their lesson or moral.


Cra

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St

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Describe the overall structure of a story, including the beginning and ending.

Inte

grat

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of

Kn

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Idea

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Use information gained from the illustrations in a print to demonstrate understanding of its characters, setting, or plot.



Sp

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& L

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g

Build on others’ talk in conversations by linking their comments to the remarks of others. Describe key ideas or details from a text real aloud or information presented orally or through other media. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Add other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.


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opinion Write to introduce the topic or book being written about. Write to state an opinion. Write to supply reasons that support the opinion. Provide a concluding statement or section.



Write opinion pieces that introduce the topic or book being written about, state an opinion, supply reasons that support the opinion, and provide a concluding statement or section.

Lan

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Conventions: verbs, verbs with singular and plural nouns; verbs for past, present, and future, more about verbs Oral Vocabulary: (prioritize and select as needed to assist in building the Concept Map) construct, sidekick, unique, contraption, foolproof, daydream, project, scrap, correspond, transport, footprint, imitate, postage, cove, deaf, sign language Vocabulary: antonyms; prefixes; antonyms; words from other language Handwriting: (D’Nealian) Z and z, X and x, word s Suggested Pacing; numbers 1-10, number formation; manuscript to cursive letter formation; manuscript to cursive letters: a, d, c, n, m and x, letter formation


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November: National American Indian Heritage Month

National American Indian (or Native American) Month was enacted with a presidential proclamation in 1990. During the month, all Americans are encouraged to participate in programs ceremonies and activities that celebrate American Indian and Alaskan Native peoples’ important contribution to the United States.









data. Adopted Instructional Materials: Pearson, Reading Street; National Geographic, Science; Content Connections Big Books & Smart Centers Concept Description: Concept 3-1: Life Cycles

Standards

Language Arts Florida Standards Next Generation Sunshine State Standards LAFS.2.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. LAFS.2.RF.3.3b Know spelling-sound correspondences for additional common vowel teams. LAFS.2.RF.3.3c Decode regularly spelled two-syllable words with long vowels. LAFS.2.RF.4.4 Read with sufficient accuracy to support comprehension. LAFS.2.RI.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. LAFS.2.RI.1.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. LAFS.2.RI.3.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

LAFS.2.RL.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. LAFS.2.RL.1.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. LAFS.2.RL.3.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. LAFS.2.RL.3.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. LAFS.2.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly and in coherent sentences. LAFS.2.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LAFS.2.L.1.1.a Demonstrate legible printing skills.

SC.2.N.1.5 Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). SC.2.L.14.1 Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. SC.2.L.16.1 Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies.


Big Idea Plants, humans, and animals grow and change

Essential Outcome Questions How do plants grow and change?

How do humans and animals grow and change?



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Phonemic Awareness: blend and segment phonemes; final syllable –le; vowel patterns oo, u Phonics: comparative ending -er, -est


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Ask questions such as why, when, and how to demonstrate understanding of key details in a text. Describe the connection between scientific ideas or concepts in a text.

Reading Street, Unit 3, Week 5;

Unit 4 Weeks 1-2


Life Cycles Chapter 1 - How Do Plants Grow and Change?

Chapter 2 - How Do Human and Animals Grow and Change? Florida Become An Expert books:

Life By the Bay Life in a Garden Life in a Forest

Florida Explore On Your Own books: Why Don’t Crocodile’s Make Good Pets?

A Butterfly’s Favorite Plant Whose Babies Are These?

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Explain how specific images (e.g., a diagram showing how a machine works) clarify a text.

Scie

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read about and explain that observations are based on the five senses, which are seeing, hearing, feeling, smelling, and tasting;

explain that an inference is what a person thinks;

National Geographic, Life Cycles

Chapter 1 - How Do Plants Grow and Change? Chapter 2 - How Do Human and Animals Grow and Change?

Florida Become An Expert books: Life By the Bay Life in a Garden




give an example of an observation and an example of an inference and compare the two; and

explain why, although both an observation and an inference could be wrong, it is more likely that an inference would be wrong than an observation.

explain that parts of the body are important in helping a human function, stay alive, and grow.

on a drawing, students will identify the brain, heart, lungs, stomach, muscles, and skeleton and choose from a list of functions and find the appropriate match for each part.

observe that all living things including plants and animals go through a life cycle.

describe the stages in the life cycle of a bean plant including the seed stage; germination; the development of roots, stems, leaves, and flowers; reproduction.

describe the stages of the life cycle of a butterfly

compare and contrast the differences between the life cycles of plants and animals

Life in a Forest Florida Explore On Your Own books:

Why Don’t Crocodile’s Make Good Pets? A Butterfly’s Favorite Plant Whose Babies Are These?

SC.2.L.14.1

Catching a Cold SC.2.L.16.1

The Needs of Seeds

Seeds in a Bag

Big and Small Seeds

Does it Have a Life Cycle

Compass Learning: Life Cycles


SC.2.L.14.1

Hear Your Heart SC.2.L.16.1

Loco Beans

Wiggling Worms

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Key

Idea

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demonstrate understanding of key details in a text. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Reading Street,

Unit 3, Week 5; Unit 4 Weeks 1-2

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Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.


https://drive.google.com/open?id=0B1GInX1TNkpUc3lsZzRic1ZrekU&authuser=0


https://drive.google.com/open?id=0B1GInX1TNkpUczBtWk5MT3MtSGc&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUQjVMYjQ2WmxVajA&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUNWxtMWpYc29sVGc&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUU0ZRSU9DbWlWUjg&authuser=0



https://drive.google.com/open?id=0B1GInX1TNkpULTZGV0VHMkJIdzg


https://drive.google.com/open?id=0B1GInX1TNkpUUHVlNUEyRVhEc2s

https://drive.google.com/open?id=0B1GInX1TNkpUT1YtN3huaHBnamM



Sp

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Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Create audio recordings of stories or poems. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.


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informative/explanatory Write to introduce a topic. Write using facts and definitions to develop points. Provide a concluding statement or section.


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e Conventions: verbs: am, is, are, was were; adjectives

and our senses; adjectives for number, size, and shape

Oral Vocabulary: (prioritize and select as needed to assist in building the Concept Map) consume, shrewd,




gloat, contentment, incident, prey, boast, snicker, cure, abundant, generous, efficient, forever, assist, dismay, beam, situation, excel, research, accomplish, scientist, process, opportunity, original, unusual, preserve, valuable, concentration, homeland, represent, tough, frown, patient, adapt, nutrients, drought, massive, annual, blazing, ancient, sprout

Vocabulary: synonyms; multiple-meaning words; antonyms Handwriting: (D’Nealian) manuscript to cursive letters: o, w, b, v, z, s, r, letter formation; cursive letters: l, h, e, letter formation; cursive letters: t, i, u, letter slant

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February: Black History Month To recognize the contributions of African Americans and foster a better understanding of the African American experience. Carter G. Woodson, who in 1926 spearheaded Negro History Week, started the observation. It was expanded to a month in 1976. February was chosen because of the birthdays of Frederick Douglas and Abraham Lincoln, two people who had a dramatic impact on the lives of African Americans.








data. Adopted Instructional Materials: Pearson, Reading Street; National Geographic, Science; Content Connections Big Books & Smart Centers Concept Description: Concept 3-2: Rocks and Soil and Colonial America

Standards

Language Arts Florida Standards Next Generation Sunshine State Standards LAFS.2.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. LAFS.2.RF.3.3b Know spelling-sound correspondences for additional common vowel teams. LAFS.2.RF.3.3f Recognize and read grade-appropriate irregularly spelled words. LAFS.2.RF.4.4 Read with sufficient accuracy to support comprehension.

LAFS.2.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. LAFS.2.RI.3.9 Compare and contrast the most important points presented by two texts on the same topic. LAFS.2.RL.1.3 Describe how characters in a story respond to major events and challenges. LAFS.2.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. LAFS.2.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly and in coherent sentences.

LAFS.2.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LAFS.2.L.1.1.a Demonstrate legible printing skills.

LAFS.2.W.1.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. LAFS.2.W.3.8 Recall information from experiences or gather information from provided sources to answer a question.

SC.2.E.6.1 Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. SC.2.E.6.2 Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. SC.2.E.6.3 Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. SS.2.A.1.1 Examine primary and secondary sources. Remarks/Examples: Examples may include, but are not limited to, artifacts, photographs, newspapers, audio/video recordings, documents, maps, coins, and stamps, textbooks and reference books. SS.2.A.1.2 Utilize the media center, technology, or other informational sources to locate information that provides answers to questions about a historical topic. SS.2.A.2.3 Describe the impact of immigrants on the Native Americans. Remarks/Examples: Examples are location, clothing, housing, food, major beliefs and practices, art, and music. SS.2.A.2.4 Explore ways the daily life of people living in Colonial America changed over time. Remarks/Examples: Examples may include, but are not limited to, food, shelter, clothing, education, and settlements. SS.2.A.2.5 Identify reasons people came to the United States throughout history. Remarks/Examples: Examples may include, but are not limited to, war, hunger, natural disasters, voluntary and involuntary servitude, political or religious freedom, land, and jobs. SS.2.A.2.6 Discuss the importance of Ellis Island and the Statue of Liberty to immigration from 1892 - 1954.


SS.2.A.2.7 Discuss why immigration continues today. Remarks/Examples: Examples may include, but are not limited to, jobs, war, hunger, natural disasters, political or religious freedom, and jobs. SS.2.A.2.8 Explain the cultural influences and contributions of immigrants today. Remarks/Examples: Examples may include, but are not limited to, food, language, music, art, beliefs and practices, literature, education, and clothing.


Earth is made up of rocks and soil Immigration – Colonial America


What can you observe about rocks? How do rocks change shape?

What can you observe about soil?

What symbols represent the United States? What is the importance of Ellis Island and the Statue of Liberty?

Why do people move? How do immigrants influence and contribute to our culture?



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dat

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al Phonics: diphthongs ou, ow, oi, oy; syllable patterns;

vowel digraphs oo, ue, ew, ui


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Determine the meanings of words and phrases in a text relevant to a grade 2 topic or subject area.


National Geographic, Rocks and Soil

Chapter 1 - What Can You Observe About Rocks? Chapter 2 - How Do Rocks Change Shape?

Chapter 3 - What Can You Observe About Soils? Florida Become An Expert books:

Rocks and Soil in the Rocky Mountains Rocks and Soil in the High Desert

Rocks and Soil Near the Great Lakes Florida Explore On Your Own books:

The Old Man in the Mountain Arches, Arches, Everywhere!

Rainbow Beaches

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Compare and contrast the most important points presented by two texts on the same topic.




Sc

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• categorize rocks by sand, gravel, boulders, rock size, shape, color, and texture. • explain/recognize the process of rock weathering that helps create soil; • explain that the decaying remains of plants and animals contribute another important component of the soil; and explain that the decay process is attributed to organisms called decomposers. • distinguish among three types of soil (clay, sand, and silt) based on their descriptions of color, texture, and size of particles; • test soil samples to compare their ability to hold water; and • investigate soil types that are most able to support plant growth.

Chapter 3 - What Can You Observe About Soils? Florida Become An Expert books:

Rocks and Soil in the Rocky Mountains Rocks and Soil in the High Desert

Rocks and Soil Near the Great Lakes Florida Explore On Your Own books:

The Old Man in the Mountain Arches, Arches, Everywhere!

Rainbow Beaches

SC.2.E.6.1

Is it a rock?

Beach Sand

SC.2.E.6.2

Describing Soil


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SS.2.A.1.1, SS.2.A.1.2 Use a variety of primary sources and resources to research historical information and SS.2.A.2.3 Describe how immigrants affected Native Americans. SS.2.A.2.4 Explain how the daily life of people living in Colonial America changed over time. SS.2.A.2.5, SS.2.A.2.7 Identify reasons for immigration to the United States throughout history and continues today. SS.2.A.2.6

Identify important symbols that represent the United States.

Content Connections Big Books, Using Timelines

Scholastic,

Immigration, Stories of Yesterday and Today (Virtual Field Trip of Ellis Island)



https://drive.google.com/open?id=0B1GInX1TNkpUY2JrUjZhZzJiNEE&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUNE5lOVFucHVaMGc&authuser=0


https://drive.google.com/open?id=0B1GInX1TNkpUNkUyaXViamdueE0&authuser=0


http://teacher.scholastic.com/activities/immigration/



Explain the importance of Ellis Island and the Statue of Liberty.

SS.2.A.2.8 Explain the influences and contributions of immigrants today.

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Key

Idea

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ls Describe how characters in a story respond to

challenges.


Cra

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St

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Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a song.

Spea

kin

g &

Lis

ten

ing

Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Create audio recordings of stories or poems. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.


Wri

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informative/explanatory

Write to introduce a topic.

Write using facts and definitions to develop points.



Provide a concluding statement or section.

Write informative/explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Lan

guag

e

Conventions: comparative and superlative adjectives; adverbs that tell when and where; adverbs that tell how

Oral Vocabulary: (prioritize and select as needed to assist in building the Concept Map) discovery, underneath, fine, landscape, transform, blizzard, incredible, molten, adjust, unexpected, tease, accent, landmark, quiver, foreign, forlorn, condition, terrifying, whip, funnel, predict, breeze, sparkle, swirl

Vocabulary: suffixes; multiple-meaning words; prefixes

Handwriting: (D’Nealian) cursive letters: k, j, p, letter sSuggested Suggested Pacing; cursive letters: a, d, c, word sSuggested Suggested Pacing; cursive letters: n, m, x, letter size


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March: National Women’s History Month

Women’s History Month started as Women’s History Week in 1978. In 1987, Congress was petitioned to expand the week to an entire month. The month recognizes the important contributions made by women through programs in school, workplaces and communities.





Concept 3-3/4-1 Quarter 3 and 4




data. Adopted Instructional Materials: Pearson, Reading Street; National Geographic, Science; Content Connections Big Books & Smart Centers Concept Description: Concept 3-3/4-1: Solids, Liquids, and Gases and Civics

Standards

Language Arts Florida Standards Next Generation Sunshine State Standards LAFS.2.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. LAFS.2.RF.3.3b Know spelling-sound correspondences for additional common vowel teams. LAFS.2.RF.3.3d Decode words with common prefixes and suffixes. LAFS.2.RF.3.3e Identify words with inconsistent but common spelling-sound correspondences. LAFS.2.RF.4.4 Read with sufficient accuracy to support comprehension. LAFS.2.RI.1.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. LAFS.2.RI.1.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. LAFS.2.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. LAFS.2.RI.3.8 Describe how reasons support specific points the author makes in a text. LAFS.2.RL.1.3 Describe how characters in a story respond to major events and challenges. LAFS.2.RL.2.6 Acknowledge differences in the points of view of characters, including by Speaking in a different voice for each character when reading dialogue aloud. LAFS.2.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly and in coherent sentences.

SC.2.P.8.1 Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. SC.2.P.8.2 Identify objects and materials as solid, liquid, or gas. SC.2.P.8.3 Recognize that solids have a definite shape and that liquids and gases take the shape of their container. SC.2.P.8.4 Observe and describe water in its solid, liquid, and gaseous states. SC.2.P.8.5 Measure and compare temperatures taken every day at the same time. SC.2.P.8.6 Measure and compare the volume of liquids using containers of various shapes and sizes. SC.2.P.9.1 Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. SS.2.A.1.1 Examine primary and secondary sources. Remarks/Examples: Examples may include, but are not limited to, artifacts, photographs, newspapers, audio/video recordings, documents, maps, coins, and stamps, textbooks and reference books. SS.2.C.1.1 Explain why people form governments. Remarks/Examples: Examples are create laws, provide services and structure, safety. SS.2.C.1.2 Explain the consequences of an absence of rules and laws. Remarks/Examples: Examples are lack of order and people get hurt. SS.2.C.2.1 Identify what it means to be a United States citizen either by birth or by naturalization. SS.2.C.2.2 Define and apply the characteristics of responsible citizenship. Remarks/Examples: Examples are respect, responsibility, participation, self-reliance, patriotism, and honesty


LAFS.2.W.1.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. LAFS.2.W.3.8 Recall information from experiences or gather information from provided sources to answer a question. LAFS.2.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LAFS.2.L.1.1.a Demonstrate legible printing skills. LAFS.2.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

SS.2.C.2.3 Explain why United States citizens have guaranteed rights and identify rights. Remarks/Examples: Examples are right to vote, freedom of speech, and freedom of religion. SS.2.C.2.4 Identify ways citizens can make a positive contribution in their community. Remarks/Examples: Examples are volunteering and recycling. SS.2.C.2.5 Evaluate the contributions of various African Americans, Hispanics, Native Americans, veterans, and women.


Solids, liquids, and gases Civics


What are solids, liquids, and gases? How can you observe and measure properties?

How do liquids and solids change?

Why do people form governments? What would life be like without rules and laws?

How does someone become a citizen of the United States? What do responsible citizens do?

What are some rights that United States citizens have? Why are our rights guaranteed?

Who are some people who have made contributions to our community and what did they do?



Rea

din

g Fo

un

dat

ion

al Phonics: suffixes -ly, -ful, -er, -or, -ish; prefixes un-, re-

, pre-, dis; consonant patterns kn, wr, gn, mb; ph, gh, ck, ng; vowel patterns aw, au, au (gh), al


Rea

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g In

form

atio

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Key

Idea

s

and

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Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.



http://sharepoint.leeschools.net/tal/cs/elemlit/Shared%20Documents/Grade%202%20Page/Academic%20Plan%20Links/Resources/3-3-4-1



Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Solids, Liquids, and Gases Chapter 1 - What Are Solids, Liquids, and Gases?

Chapter 2 - How can You Observe and Measure Properties? Chapter 3 - How Do Liquids and Solids Change?

Florida Become An Expert books: Solids, Liquids, and Gases in the Cities Solids, Liquids, and Gases at Campsites Solids, Liquids, and Gases at the Beach

Florida Explore On Your Own books: Postcards From My Trip

Ranger for a Day Shell Shapes

Smart Center,

Civics

Florida Joint Center for Citizenship, FJCC lessons


Women of Courage Men of Invention

Cra

ft a

nd

Stru

ctu

re Know and use various text features (e.g., captions,

bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

Inte

grat

ion

of

Kn

ow

led

ge a

nd

Ide

as

Describe how reasons support specific points the author makes in a text.

Scie

nce

relate that objects are also known as matter, and matter is anything that has mass (weight) and takes up space;

identify some physical (observable) properties such as size, shape, and color; and

record observations and measurements of several objects (including the size, shape, color, temperature, weight, and texture) and predict whether an object will sink or float in water and whether it is attracted (pulled) or repulsed (pushed away) by magnets.

sort a variety of objects and materials into three categories (solid, liquid, and gas) based on similar physical characteristics (such as shape, flow, and ability to be compressed).

National Geographic, Solids, Liquids, and Gases

Chapter 1 - What Are Solids, Liquids, and Gases? Chapter 2 - How can You Observe and Measure Properties?

Chapter 3 - How Do Liquids and Solids Change? Florida Become An Expert books:

Solids, Liquids, and Gases in the Cities Solids, Liquids, and Gases at Campsites Solids, Liquids, and Gases at the Beach

Florida Explore On Your Own books: Postcards From My Trip

Ranger for a Day Shell Shapes

SC.2.P.8.1

If You Find a Rock

http://sharepoint.leeschools.net/tal/cs/elemlit/Shared%20Documents/Grade%202%20Page/Academic%20Plan%20Links/Resources/3-3-4-1/FJCC%20lessons


https://drive.google.com/open?id=0B1GInX1TNkpUNTN6bGFoQkNRa3c



pour a liquid into containers of different shapes and observe that a liquid does not have its own shape.

observe ice cubes melting and explain that changes in temperature can cause a substance to change states;

measure temperatures of different substances every day at the same time, e.g., sand (solid), water (liquid), and air (gas); and compare the temperatures.

compare the volume of liquids using containers of various shapes and sizes, and note that even though the shape of a liquid changes, the volume remains the same.

observe and explain that matter can be changed physically (crushed, bent, broken, melted, frozen, etc.) while remaining the same substance.

SC.2.P.8.1

Sugar Water

Is it Matter? SC.2.P.8.3

Snap Blocks SC.2.P.9.1

Back and Forth SC.2.P.8.6

Ice cubes in a bag

Is it Melting? SC.2.P.8.2/SC.2.P.8.3

Is it a solid?


Soci

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SS.2.C.1.1 Explain why people form governments. SS.2.C.1.2 Explain the consequences of having no rules or laws. SS.2.C.2.1 Identify what it means to be a U.S. citizen. SS.2.C.2.2, SS.2.A.1.1

Identify characteristics of responsible citizens.

Use primary and secondary sources that demonstrate responsible citizens.

SS.2.C.2.4 List some ways citizens can make a positive contribution to their community. SS.2.C.2.5, SS.2.A.1.1

Smart Center, Civics

Florida Joint Center for Citizenship,

FJCC lessons

Content Connections Big Books, Women of Courage Men of Invention



https://drive.google.com/open?id=0B1GInX1TNkpUalVOQkRsWFJsaGc&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUZU0zT0hrdWlaUzg&authuser=0


https://drive.google.com/open?id=0B1GInX1TNkpUVHdyTVB2ZmJ2WVk&authuser=0


https://drive.google.com/open?id=0B1GInX1TNkpUczhzVlRYa1hadGc&authuser=0


https://drive.google.com/open?id=0B1GInX1TNkpUN2d3elhnSm5ubW8&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUNTZrRmw0TlQyYjg&authuser=0



https://drive.google.com/open?id=0B1GInX1TNkpURW1PMVRSZ0g4RVU&authuser=0


http://sharepoint.leeschools.net/tal/cs/elemlit/Shared%20Documents/Grade%202%20Page/Academic%20Plan%20Links/Resources/3-3-4-1/FJCC%20lessons



Identify African Americans, Hispanics, Native Americans, veterans, and women have made contributions to the United States.

Use primary and secondary sources to highlight individuals that have made contributions to the United States.

Rea

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g Li

tera

ture

Key

Idea

s an

d D

etai

ls Describe how characters in a story respond to major

events and challenges.


Cra

ft a

nd

St

ruct

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Acknowledge differences in the points of view characters, including by speaking in a different voice for each character when reading dialogue aloud.

Spea

kin

g &

Lis

ten

ing

Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.



Wri

tin

g narrative

Write to recount a well elaborated event or short sequence of events.

Write to include details to describe actions, thoughts, and feelings.

Write using temporal words to signal event order.

Provide a sense of closure.

Write narratives that recount a well elaborated event or short sequence of events, include some details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.


La

ngu

age

Conventions: pronouns; singular and plural pronouns; using I and me; different kinds of pronouns; contractions Oral Vocabulary: (prioritize and select as needed to assist in building the Concept Map) community, teamwork, instrument, lug, responsible, operation, caretaker, supplies, concern, persuade, pellets, pollute, contribute, fragile, litter, release, behavior, obedient, consider, confident, cooperate, companion, reprimand, properly, appreciate, respect, firmly, defiant, communicate, demand, advantage, ferocious, apologize, judgment, scold, protest, citizen, hoard, interrupt, troublemaker Vocabulary: suffix -ly; dictionary skills; classify/categorize; compound words; suffixes Handwriting: (D’Nealian) cursive g, y, q, letter smoothness; cursive: o, w, v, b, letter s Suggested Pacing; cursive z, s, r, f, letter smoothness; cursive A, C, E, O, letter size; cursive H, K, N, M, letter slant


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March: National Women’s History Month Women’s History Month started as Women’s History Week in 1978. In 1987, Congress was petitioned to expand the week to an entire month. The month recognizes the important contributions made by women through programs in school, workplaces and communities.









data. Adopted Instructional Materials: Pearson, Reading Street; National Geographic, Science; Content Connections Big Books & Smart Centers Concept Description: Concept 4-2: Weather and Government

Standards

Language Arts Florida Standards Next Generation Sunshine State Standards LAFS.2.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. LAFS.2.RF.3.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. LAFS.2.RF.3.3c Decode regularly spelled two-syllable words with long vowels. LAFS.2.RF.3.3d Decode words with common prefixes and suffixes. LAFS.2.RF.4.4 Read with sufficient accuracy to support comprehension. LAFS.2.RI.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. LAFS.2.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. LAFS.2.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. LAFS.2.RI.3.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. LAFS.2.RI.3.9 Compare and contrast the most important points presented by two texts on the same topic. LAFS.2.RL.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. LAFS.2.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. LAFS.2.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

SC.2.E.7.1 Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. SC.2.E.7.2 Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. SC.2.E.7.3 Investigate, observe, describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). SC.2.E.7.4 Investigate that air is all around us and that moving air is wind. SC.2.E.7.5 State the importance of preparing for severe weather, lightning, and other weather related events. SC.2.P.10.1 Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars.

SS.2.A.1.1 Examine primary and secondary sources. Remarks/Examples: Examples may include, but are not limited to, artifacts, photographs, newspapers, audio/video recordings, documents, maps, coins, and stamps, textbooks and reference books. SS.2.C.3.1 Identify the Constitution as the document which establishes the structure, function, powers, and limits of American government. SS.2.C.3.2 Recognize symbols, individuals, events, and documents that represent the United States. Remarks/Examples: Examples are White House, Capitol, Supreme Court, Washington Monument, Statue of Liberty, Ellis Island, Liberty Bell, Constitution.


LAFS.2.RL.3.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. LAFS.2.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly and in coherent sentences. LAFS.2.W.1.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. LAFS.2.W.3.8 Recall information from experiences or gather information from provided sources to answer a question. LAFS.2.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LAFS.2.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


Weather impacts our world Government


How does the sun affect Earth? How does weather change? How is weather measured?

What is the United States Constitution? What is the purpose of the United States Constitution? What are symbols that represent for the United States?

Aligned Learning Goals Resources Strategies for Differentiation Click HERE for Additional Resources

Rea

din

g Fo

un

dat

ion

al Phonics: inflected endings; abbreviations; final

syllables -tion, -ture, -ion; suffixes -ness, -less, -able, -ible; prefixes mis-, mid-, micro-, non-


Rea

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g

Info

rmat

ion

al

Key

Idea

s an

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Det

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Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.






Cra

ft a

nd

St

ruct

ure

Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Weather Chapter 1: How Does the Sun Affect Earth?

Chapter 2: How Does Weather Change? Chapter 3: How is Weather Measured?

Florida Become An Expert books: A Windy Place, A Warm Place, A Snowy Place

Florida Explore On Your Own books: Sometimes It’s Windy, Snowy, Rainy or Sunny

What Can Clouds Bring? All Kinds of Snow

Content Connections Big Book, Symbols of the United States

People Who Made Contributions Men of Invention

Women of Courage

Smart Center, The Constitution

Civics and Government


Inte

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ion

of

Kn

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ge a

nd

Idea

s

Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Compare and contrast the most important points presented by two texts on the same topic.

Scie

nce

• keep daily records of temperature and precipitation and plot them on a graph; and

• sequence pictures of the seasons both in order and from coldest to hottest. • identify patterns of change as the sun directly and indirectly heats model systems that represent land, air, and water. • identify severe conditions (such as lightning, floods, and fires) and focus on weather conditions that are specific to their area, such as tornadoes or hurricanes; make a list of items that would be good to have in an emergency; and put together a classroom emergency kit including

items from their list, such as water, food, bandages, flashlights, etc.

National Geographic, Weather

Chapter 1: How Does the Sun Affect Earth? Chapter 2: How Does Weather Change? Chapter 3: How is Weather Measured?

Florida Become An Expert books: A Windy Place, A Warm Place, A Snowy Place

Florida Explore On Your Own books: Sometimes It’s Windy, Snowy, Rainy or Sunny

What Can Clouds Bring? All Kinds of Snow

http://sharepoint.leeschools.net/tal/cs/elemlit/Shared%20Documents/Grade%202%20Page/Academic%20Plan%20Links/Resources/4-2/FJCC%20lessons


• identify ways people use electricity in their lives; and identify ways people use the energy from the sun, wind, or water.

SC.2.E.7.3

What are Clouds Made Of?


Soci

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SS.2.C.3.1 Identify the importance of the United States Constitution. (Recall discussion in September – Constitution Day) SS.2.A.1.1, SS.2.C.3.2 Use primary sources and timelines to explain the creation and symbolism of the United States Constitution. SS.2.C.3.2

Recognize symbols and individuals that represent the United States.

Recognize the events and documents that represent the United States.

Content Connections Big Book, Symbols of the United States

People Who Made Contributions Men of Invention

Women of Courage

Smart Center, The Constitution

Civics and Government



Rea

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g Li

tera

ture

Key

Idea

s an

d

Det

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Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.


Cra

ft a

nd

Str

uct

ure

Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.


https://drive.google.com/open?id=0B1GInX1TNkpUVjBBRHVBYWJEVXc&authuser=0


http://sharepoint.leeschools.net/tal/cs/elemlit/Shared%20Documents/Grade%202%20Page/Academic%20Plan%20Links/Resources/4-2/FJCC%20lessons



Inte

grat

ion

of

Kn

ow

led

ge

and

Idea

s

Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Spea

kin

g &

Lis

ten

ing

Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.


Wri

tin

g

opinion Write to introduce the topic or book they are writing about. Write to state an opinion.



Write to supply reasons that support the opinion. Write using linking words (e.g., because, and, also) to connect opinions and reasons. Provide a concluding statement or section. Write opinion pieces that introduce the topic or book being written about, state an opinion, supply reasons that support the opinion, use linking words (e.g. because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Lan

guag

e

Conventions: using capital letters; quotation marks; prepositions and prepositional phrases; commas; commas in compound sentences Oral Vocabulary: (prioritize and select as needed to assist in building the Concept Map) athlete, effort, disguise, professional, challenge, dainty, champion, shortstop, history, symbol, unfurl, allegiance, independence, patriotic, frayed, indivisible, celebration, tradition, inspect, brilliant, custom, create, angle, snapshot, climate, occupation, drover, legend, livestock, buckaroo, lariat, rawhide, ceremony, festival, fidget, multicolored, culture, compliment, evergreen, sash Vocabulary: homophones; multiple-meaning words; words from other languages; unfamiliar words; multiple-meaning words Handwriting: (D’Nealian) cursive U, V, W, Y, letter and word s suggested Pacing; cursive B, P, R, T, F, letter smoothness; cursive G, F, I, letter size; cursive Z, Q, X, letter slant; cursive L, D, J, letter and word s Suggested Pacing;




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May: Asian/Pacific American Heritage & Older Americans Month Asian/Pacific American Heritage observation originally began as Asian/Pacific Heritage week on July 10, 1978. In 1992, President Bush signed legislation designated May as Asian/Pacific American Heritage Month. The term Asian/Pacific American includes many ethnic groups with diverse cultures. The month celebrates the collective achievements of the many different communities. Older Americans Month was established by presidential proclamation to honor the contributions of older Americans to society. Begun in 1962, Older Americans Month is a time to celebrate and reflect on the unique contributions of older Americans in our society.


THE SCHOOL DISTRICT OF LEE COUNTY – Grade Two ... Colonial America Inf/Exp 3-3/4-1 Solids, Liquid,...

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Transcript of THE SCHOOL DISTRICT OF LEE COUNTY – Grade Two ... Colonial America Inf/Exp 3-3/4-1 Solids, Liquid,...